Rationale:In
order for a child to become a good reader, the child must ready
fluently and on
his or her own.Students develop fluency
by reading and rereading. For a child to develop
reading fluency he or she must be expressive, flowing, and speedy when
reading."Fluency means reading
faster, smoother, more expressively, or more quietly with the goal of
reading
silently. Fluent reading approaches the speed of speech"
(Murray).
In this lesson, we will discuss reading using expression. Reading aloud
with
expression is more interesting to listen to as well as read.In this lesson students will pair up and read
the story Snarlyhissopus.

1.Split the students up into dyad groups.
Say,
"Today class, everyone will be practicing with a partner reading the
book,
Snarlyhissopus. When you come across a word you do not know, I want you
to crosscheck by reading the rest of the sentence." Teacher
should now model to students how to crosscheck by rereading the rest of
the sentence. "This will help you to figure
out the word from the rest of the sentence.Everyone is going to read the story twice so that we all know
the words
in the story." Then teacher walks around class and looks for students
that
need help and assesses their fluency.

2.After students have read the story once,
say, "There are 8 different characters in the
story-hippo, pelican, monkey, zebra, leopard, anteater, giraffe, and
elephant.
I will write the different characters on the board. One at a
time, I
would like everyone to pick up a paper plate and paint stick.Pick one character from the story to make a
mask of.You can use any of the extra
materials (crayons, markers, yarn, and construction paper to make your
mask.Your last step is to glue the
paint stick onto the back for your handle.”Then students make the masks and teacher will encourage
rereading story
with expression. "Now I want you to reread the
story and when your character comes up, I want you to put up the mask
and read with a different voice."

3.Explain
to students that reading with expression makes them a more fluent
reader.Play a tape of a fluently read
story with
expression and one without.“Everyone
listen to the story.”Play first
story.“Now, everyone listen to the same
story again.”Play second story.“Which story was more interesting to listen
too?”Students should say the story with
expression is more interesting.Next,
model reading a part of the story using expression and different voices
for the
characters.Then encourage students to
read the story the way you did.“Now,
everyone partner back up and take turns reading the first two pages
aloud using
expression like I did.Remember this
will help you become a fluent and good reader.”

4.Next, place students into dyad reading
groups
and have them bring the masks.“Each of
you now needs to read the story to each other and use your character
masks when
your particular character comes into the story.Use a different voice for each character as well for your
particular
character.Remember to use different
voices like I did and like we practiced.”The teacher will walk around the classroom and observe fluency,
expression and speed.

5.Next students will read his or her
characters
part aloud with the teacher so assessments can be made.Tape-record the students so they can listen
to themselves. After student has read to the teacher, the teacher will
suggest
areas to work on.Use the Fluency
Assessment Sheet to score the students work after they have finished
reading Snarlyhissopus.